3Messages from the KS2 Framework for Languages:Teachers and schools will have the freedom to decide:how to teachwhat to teachhow to organise teachingIt doesn’t assume any way of organising the teaching and learning of languages (1x4? 2x2?)Language content is not prescribed - free to decide languages, themes and contentThe challenge is ‘to sustain a meaningful experience over 4 years’next slideExplain that it was originally devised in year groups to match the NLS and NNS – PL attempting to create a document that would look familiar to teachers.However, the writers were keen to stress that this doesn’t mean teachers/schools have to be bound by those year group headings – can make OR may have to make different decisions over HOW to do the teaching.Key thing to keep an eye on is the progression and the expectations over 4 years. Show next slide.Refer to Part 1 section 7 – show how useful this is for Mixed Age – give delegates time to read this briefly.

4While ‘fun and games’ are an important part of MFL and play a major role in motivating pupils, early learners also need to be challenged and to have their learning guided through clear stages of progression if initial motivation is to be maintained. (Jones and Coffey, 2006: 66)

5What signs are you looking for to show that your children are making progress in Languages?

6An increase in • the amount and complexity of language which children can understand & use • the speed and fluency of response • confidence in deducing meaning using grammatical knowledge • confidence in understanding & use of language • ability to re-use language in different contexts and topicsA growth in • understanding of children’s own culture & those of others • the range and frequency of use of language learning strategies • confidence in dealing with unpredictable language • new insights into how language works • developing independence in language learning & use across the range of skillsPart 3 of KS2 FrameworkIt is important to point out that progression in these areas develops unevenly and teachers should not expect to see progression in all areas, all the time.

7KS2 Framework: Children coming into Year 5 should be able to:identify specific words & phrases when listening to a textask & answer a number of questionsread & understand familiar written phrases, & read some of these aloudenjoy reading & listening to a wide range of songs, stories & identify similarities & differences in traditional storiesbegin to recognise & apply some simple patterns in languageuse a number of techniques for memorising & memorise a short text

8The KS2 MFL Framework guides us through progression from years 3 to 6 in ‘Strands’;Literacy OverviewBy the end of Year 3, children should be able to:By the end of Year 4, children should be able to:By the end of Year 5, children should be able to:By the end of Year 6, children should be able to:Write some familiar simple words using a model.Write some familiar words and phraseswithout help.Write words, phrases & sentencesusing a model.Write several sentences from memory.10.15Go through the progression – note that it is very gradual.You can find an overview of the progression in the Framework part 2 on pages ‘Moving on’ and it is referred to agin with more examples in the new part 3 – module 5 ‘Leaps and bounds – progression’The key is finding opportunities to perform these tasks simultaneously in class.Progression in the Framework:

9Compound sentencesSee blurb in file as cpd print version and the transcript also downloaded

10Progression un chien J’ai un chien noir.Progression in oracy & literacy is achieved through understanding & using increasingly complex language structures together with an increasing vocabularyun chienJ’ai un chien noir.J’ai un petit chien noir qui s’appelle Belle.Progression also occurs through:increasing KALdeveloping more LLSgreater ICU11.15Go through this quicklyLast sentence is about as far as you would get by Y6!Point out progression in IU too – fw Part 1, section 7 shows the progression here.

11Oracy: An improvised conversationAseesment - pipecleanersORACY 5.1 Make up a puppet conversation with a partner.(NC Level 3)

12Oracy: Progression across KS2O3.1 Year 3: Listen for & mime/gesture.O4.2 Year 4: Put the cut-up verses in order.O5.3 Year 5: Join the times & the pictures whichyou hear.L6.3 Year 6: Answer questions about the song(and sing along!)12.15Singing French – Helen MacGregor and Stephen Chadwick: ISBN

13‘We do not call someone a better carpenter just because he or she has more tools or a larger tool-box’ (Van Lier and Corson, 1997: xiv)‘We do not call someone a better carpenter just because he or she has more tools or a larger tool-box’ (Van Lier and Corson, 1997: xiv).The above analogy by Leo Van Lier and David Corson is important when we consider what KAL means for language learners in Year 5 and 6. The analogy continues, ‘although a carpenter cannot, do without tools at all, simply having more tools is not always better’ (Van Lier and Corson, 1997: xiv). What matters is how they make use of those tools. Children need to have opportunities to ask questions about aspects of the language they do not understand. Whilst we want to broaden the extent of children’s knowledge we also want reinforce, clarify and develop the ways in which their knowledge is used. To ensure that this development happens, it needs to be planned for.

143 key principles for progressive revisiting in Primary Languages1. Identify core skills & concepts e.g.skill: asking for name/saying nameconcept: recognise and apply gender2. Revisit the same skills and concepts each year in different contexts/ themes3. Expect ‘returning pupils’ to develop increasing confidence and accuracy e.g. skills: asking as well as answering a question e.g.Comment t’appelles-tu? concepts:applying as well as recognising a concept e.g. correct gender11.10Go through points on slide briefly

16LLS: Language DetectivesLanguage detectivesThe class has been working on a cross curricular project about World War 2. Here they are shown an authentic text which they have not seen before, in French. The text and photographs are shown on an interactive whiteboard. Working in pairs they look for clues, and become ‘language detectives’. They use a range of strategies and their previous knowledge to discuss and decipher the words, discovering their meaning.

18Using Bi-lingual Dictionaries:ABCDEFGHIJKL...Year 3Year 4Year 5Year 6KAL:Notice the spelling of familiar words.Recognise how sounds are represented.LLS:Use a dictionary to look up spellings.L5.3: Use a bilingual dictionary to check the spelling of familiar words.KAL: Understand that words will not always have a direct equivalent in the language.Use a dictionary.10.15First take a look at one specific skill area: using a bilingual dictionaryProgression is often subtle;Can you find/work out what the progression is?I think it is;Yr 3 -Explore the dictionary; identify similarities/differences with monolingual dictionaries.Yr 4 --Compare words that look English already, do they mean the same? Are they pronounced the same?-Reinforce concepts of English grammar when referring to FL equivalent terminology e.g. adjectifYr 5 Discuss ‘faux amis’ and find examples (e.g. ‘car’ in French = a coach)Yr 6 -Insist on children looking up new words for themselves but always check answers with each other/TA/ teacher and discuss.Progression in the Framework: